AddressWangaratta is a Rural City located just two and a half hours north of Melbourne along the Hume Freeway. Canberra a similar distance to the north. The vibrant CBD has daily rail services between Melbourne and Sydney stopping at the Wangaratta station.
Wangaratta services the surrounding agricultural area and provides strong recreational, commercial, educational, tourism and health facilities. There are more than 30,000 people living in the Rural City of Wangaratta, approximately 18,800 of whom live in the town. Wangaratta is surrounded by historic and beautiful townships and villages where our students come from such as Boorhaman, Cheshunt, Eldorado, Everton, Glenrowan, Oxley, Milawa, Moyhu, Peechelba, Springhurst, Tarrawingee, Whitfield and Whorouly. Students also come from as far as Yarrawonga, Corowa and Benalla.
Wangaratta is in the epicentre of all that is wonderful about North East Victoria - such fine food and wine; world class sporting facilities in every discipline; the best skiing in Victoria at Mount Hotham, Mount Buller and Falls Creek nearby. In every direction are stunning rivers, mountains and camping. See https://www.livewangaratta.com.au for more.
Our School
Wangaratta High School (WHS) was established in 1909. So began a tradition of encouraging and supporting each student to be their best. To help each of them develop intellectually and socially to reach their full potential. And in doing so, give back to their local community.
WHS is the only public secondary school in Wangaratta and it has a significant focus on supporting students to achieve their own individual pathway programs, and attracts students from surrounding areas for its Academic, Arts, Technology and Performing Arts programs. The school has extensive modern teaching facilities, performing arts centre, sports centre, sports fields and courts and world class digital technology throughout. A comprehensive and well resourced wellbeing program is in place and our students and families report often on the level of care provided by staff from all areas of the school -as we see wellbeing as everyone¿s work. Our dedicated Wellbeing Centre is home to our Wellbeing Coordinator, Counsellors, Mental Health Practitioner and School Nurse. It is welcoming space for all students.
Notable Alumni include¿
Darcy Vescio, AFLW footballer
Jenny Macklin, MP
Mette-Marit, Crown Princess of Norway¿
Nick Cave, Musician
Nick Morris, Para-olympian and recipient of the Medal of the Order of Australia¿
The vision for Wangaratta High School is to empower all students to grow academically, socially and emotionally.¿ An outstanding learning environment built on high expectations for success will enable all students, with support, to experience quality teaching within a positive climate for learning.¿ Our graduates will be independent, lifelong learners who are equipped to make a positive impact on the world around them. We are proud of the variety of pathways they pursue post-secondary school.
In 2022 the school has an enrolment of 650 students and this is expected to continue to grow.
Throughout all stages of schooling at Wangaratta High School we aim to develop learners that strive to:
Achieve their Personal Best
Be Ready to Learn
Be Respectful
Be Safe
To achieve this goal, we offer quality teaching and learning programs delivered by highly skilled, innovative and enthusiastic professionals.
Our contemporary buildings and grounds are second to none and provide a stimulating learning environment where students are able to maximize their potential.
Our Year 7 to 9 programs build strong foundations for future success. We emphasise the core literacy and numeracy skills across all subjects in the curriculum and students access Italian as their language study. As they progress through the High School, students have growing opportunities to refine their own pathways by selecting an increasing number of electives.
Over the past decade, a significant amount of research has been conducted into engaging Year 9 students and preparing them for the demands in their final years of school. Wangaratta High School has responded to this research, in conjunction with our school data, to develop a Year 9 specific program centred on developing the academic, creative, physical and emotional aspects of our students. Our flagship, Community Leadership Challenge (CLC) program is an engaging, inquiry based learning experience that fosters greater independence and reignites a passion for learning.
Ensuring our Year 7 students are happy, secure and confident with a strong sense of belonging is a priority for all staff at Wangaratta High School. A multi day transition program before commencement of Year 7 sets all students up for success. We are pleased with the way that our Year 7s quickly develop a sense of ownership and pride over their environment and a sense of belonging and community amongst themselves and their teachers.
The Select Entry Accelerated Learning (SEAL) Program is an innovative program for highly able students that has been running successfully at Wangaratta High School for more than a decade. The program has attracted some of the brightest regional students who move through a section of the Year 7 - 9 curriculum at a faster pace in a separate class group. The Department of Education and Training introduced the SEAL Program into selected Victorian schools to help meet the needs of gifted and high achieving students. SEAL Academy schools provide quality and leading edge programs to their gifted and talented students. The SEAL program is well embedded at Wangaratta High School, and key part of the schools DNA.
As students transition into later years (Years 10-12) the opportunities to refine their pathways open up and students are provided with a diverse range of subjects from all areas of the VCE/VET and VCAL curriculums. Year 10 students are encouraged to undertake VCE/VET units of study to assist in preparing them for the rigors of a full VCE/VET program the following year.
Our Executive Principal
Our Executive Principal is Dave Armstrong B.A, Dip Ed, MBA, GAICD, MACEL, Vincent Fairfax Fellow. He has worked across the independent, public and international education sectors in Victoria, NSW and the NT all in regional schools. He was most recently the Principal of Port Vila International School in Vanuatu. He is a passionate educational leader, driven by the desire to make a difference in the lives of others. He has strong background in school leadership, experiential and outdoor education, business education and wellbeing.
SC1 Demonstrated expert knowledge of the Victorian secondary curriculum. Demonstrated ability to lead and manage the implementation of school priorities, and the teaching of literacy and numeracy skills across the curriculum.
SC2 Demonstrated ability to lead the planning and implementation of high impact teaching strategies that respond to student learning needs. Demonstrated ability to support teachers to evaluate the impact of learning and teaching programs on student learning growth.
SC3 Demonstrated exemplary ability to monitor and assess student learning at a class, cohort or whole-school level and use this data to lead improvement initiatives. Demonstrated ability to support others in using data to inform teaching practice and to provide feedback on student learning growth and achievement to students and parents.
SC4 Demonstrated exemplary interpersonal and leadership skills. Demonstrated ability to lead collaborative relationships with students, colleagues, parents and the broader school community focused on student learning, agency, wellbeing and engagement.
SC5 Demonstrated ability to model behaviours and attitudes consistent with Department and school values and support colleagues to adopt these behaviours and attitudes, through coaching, mentoring and other leadership strategies. Demonstrated ability to reflect upon their own, others and whole-school practice and contribute to the provision of whole-school professional learning.
Leading teachers will be highly skilled classroom practitioners and undertake leadership and management roles commensurate with their salary range. The role of Leading Teachers is to improve the skill, knowledge and performance of the teaching workforce in a school or group of schools and to improve the curriculum program of a school.
Typically, Leading Teachers are responsible for coordinating a number of staff to achieve improvements in teaching and learning which may involve the coordination and professional support of colleagues through modelling, collaborating and coaching and using processes that develop knowledge, practice and professional engagement in others.
Leading teachers are expected to lead and manage a significant area or function within the school with a high degree of independence to ensure the effective development, provision and evaluation of the school's education program.
Leading teachers will be expected to make a significant contribution to policy development relating to teaching and learning in the school. A Leading Teacher has a direct impact and influence on the achievement of the school goals.
Leading teachers are usually responsible for the implementation of one or more priorities contained in the school strategic plan.
In recognition of the importance of leadership and management combined with exemplary teaching practice for improved student learning outcomes, the key roles of the Leading Teachers may include but are not limited to:
- Leading and managing the implementation of whole-school improvement initiatives related to the school strategic plan and school priorities
- Leading and managing the implementation of whole-school improvement strategies related to curriculum planning and delivery;
- Leading and managing the provision of professional development and developing individual and team development plans for teaching staff within the priorities of the school;
- Leading and managing staff performance and development (review of staff);
- Teaching demonstration lessons;
- Leading and managing the development of the school's assessment and reporting policies and practices;
- Leading and managing the implementation of the school operations and policies related to student welfare and discipline;
- Leading the development of curriculum in a major learning area and participating in curriculum development in other areas;
- Responsibility for general discipline matters beyond the management of classroom teachers;
- Contributing to the overall leadership and management of the school;
- Contributing to the development of proposals for school council consideration;
- Developing and managing the school code of conduct.
Teachers currently registered or eligible for registration with the Victorian Institute of Teaching and qualified to teach and/or have demonstrated experience in the curriculum area(s) specified for the position.
The Department of Education is committed to the principles of equal opportunity, and diversity and inclusion for all. We value diversity and inclusion in all forms – gender, religion, ethnicity, LGBTIQ+, disability and neurodiversity. Aboriginal and Torres Strait Islander candidates are strongly encouraged to apply for roles within the Department. The Department recognises that the provision of family friendly, supportive, safe and harassment free workplaces is essential to high performance and promotes flexible work, diversity and safety across all schools and Department workplaces. It is our policy to provide reasonable adjustments for persons with a disability (see Workplace adjustment guidelines).
Aboriginal and/or Torres Strait Islander applicants can contact Brett West, Yamatji man, in the Koorie Outcomes Division to talk about the recruitment process, the Department and supports for Aboriginal and/or Torres Strait Islander people in the Department. Mobile: 0477 726 *** or email on: **********@education.vic.gov.au
Victorian government schools are child safe environments. Our schools actively promote the safety and wellbeing of all students, and all school staff are committed to protecting students from abuse or harm in the school environment, in accordance with their legal obligations including child safe standards. All schools have a Child Safety Code of Conduct consistent with the Department’s exemplar available at:
Child Safe Standards: Policy | education.vic.gov.au
The Department’s employees commit to upholding DE’s Values: Responsiveness, Integrity, Impartiality, Accountability, Respect, Leadership and Human Rights. DE’s Values complement each school’s own values and underpin the behaviours the community expects of Victorian public sector employees, including those who work in Victorian Government Schools. Information on the DE values is available at:
http://www.education.vic.gov.au/hrweb/workm/Pages/Public-Sector-Values.aspx
- All staff employed by the department and schools have access to a broad range of employment conditions and working arrangements.
- Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.
- A probationary period may apply during the first year of employment and induction and support programs provided.
- Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at http://www.education.vic.gov.au/hrweb/Pages/default.aspx
Please ensure that your application includes:
- A resume including relevant experience as well as personal details (name, address and contact numbers, business and home)
- A section addressing the selection criteria and the requirements for application under the Who May Apply section
- Names and contact numbers (telephone and email if possible) of two referees who are able to attest to the claims made in your application.
Please note that the selection panel may seek additional referees beyond those you name. Consistent with policy, we shall advise you if we will take this action.
- All staff employed by the department and schools have access to a broad range of employment conditions and working arrangements.
- Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.
- A probationary period may apply during the first year of employment and induction and support programs provided.
- Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at http://www.education.vic.gov.au/hrweb/Pages/default.aspx
Please ensure that your application includes:
- A resume including relevant experience as well as personal details (name, address and contact numbers, business and home)
- A section addressing the selection criteria and the requirements for application under the Who May Apply section
- Names and contact numbers (telephone and email if possible) of two referees who are able to attest to the claims made in your application.
Please note that the selection panel may seek additional referees beyond those you name. Consistent with policy, we shall advise you if we will take this action.
- All staff employed by the Department and schools have access to a broad range of employment conditions and working arrangements.
- Appointment of successful applicants will be made subject to a satisfactory pre-employment conditions check.
- A probationary period may apply during the first year of employment and induction and support programs provided.
- Detailed information on all terms and conditions of employment is available on the Department's Human Resources website at http://www.education.vic.gov.au/hrweb/Pages/default.aspx
To be eligible for employment, transfer or promotion in the principal or teacher class a person must have provisional or full registration from the Victorian Institute of Teaching. In addition, from 3 August 2020, to be eligible for employment in the principal class or teacher class, a person who graduated from a Victorian Initial Teacher Education program after 1 July 2016, must demonstrate that they have passed the literacy and numeracy test for initial teacher education (LANTITE) requirements. This condition is satisfied where the LANTITE requirement is part of the Victorian Initial Teacher Education program completed by the person.
